简算策略教学提高小学四年级儿童的计算水平及延迟效应

Training on Shortcut Strategy and Its Delayed Result

采用3组平衡组实验设计对小学四年级171名学生进行教学实验，两组实验班学生分别采用讲授式和探究式教学方法进行简算策略计算教学，对照班教师自主进行计算教学。结果揭示：通过专门开设简算策略教学训练课，实验班学生的的计算成绩、计算速度和计算兴趣显著高于对照班学生；实验班的延迟提示与不提示测验无显著差异，未出现策略利用性缺陷现象；讲授式和探究式教学方法进行策略教学的效果无明显差异。本研究表明：专门开设策略训练课能提高学生的计算水平和学习兴趣，是有效的和必要的；只要教学方法得当，策略利用性缺陷可以避免。

Strategic problem solving is a very effective approach for children to acquire cognitive ability. Siegler (1983) has revealed four basic addition strategies: counting fingers， fingers， verbal counting， and retrieving. However， his studies merely focus on strategies involving children’s natural acquisition and self-discovery mechanisms. Furthermore， these calculation strategies are limited to single-digit addition and subtraction.Participants included 171 Chinese children in three fourth-grade cl